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In the Fall of 2001, the Admissions, Recruitment and Retention committee at Northern Arizona University's (NAU) College of Engineering & Technology (CET) sought to begin to collect data regarding student persistence. NAU has demonstrated a strong commitment to undergraduate education and diversity. According to the National Association of Minority Engineering Program Administrators (NAMEPA) 2001 Data Book, NAU ranks second in enrollment of Native American students in programs granting Bachelor of Science degrees in engineering, engineering technology, and computer science. At present, the population of Hispanic students within the College is approximately 6% and women represent 15% overall. The preliminary data is based on both formal and informal requests for information from students. According to current NAU policy, students are not required to participate in an "exit interview" with their advisor or department when they change majors or leave the university. A change of major form only seeks to ensure that the student is accepted into the new department and assigned an advisor. Thus, only anecdotal information was available since no formal mechanism existed to collect this data. In order to obtain data on why students leave the College, we undertook two initiatives. Students were contacted via e-mail to ask if they would provide the reason(s) why they left the majors. Additional information came from focus groups conducted with current students during the Fall 2001 semester. The participating students were very candid and specific, providing information on why they have persisted, as well as the reasons why other students they know have left the College. The students also offered suggestions on administrative and academic issues that may increase retention rates. As a result of the student input, the College has implemented a series of programs entitled "CET Connects" to try and improve student persistence. The content and reception of the programs by the student body will also be discussed.

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